ABSTRACT
This chapter discusses the distinction made by Flavell (1981) between metacognitive experiences and metacognitive knowledge: the former are conscious experiences such as a feeling that one does or does not understand, whereas the latter is 'accumulated world knowledge that has to do with people as cognitive agents, and with their cognitive tasks, goals, actions and experiences'. Knowing which strategies increase the chances of concentration remaining focused on the task in hand is an example of metacognitive knowledge. Relationships between using strategies and knowing that one is using them are discussed in the chapter. The chapter focuses on events in children's environments which may be linked with metacognitive development. Both those interested in metamemory and metalinguistics have noticed a close correspondence between advances in these skills and attendance at school. This has led them to wonder whether schooling could be a cause of advancement.
